토익에 관한 TV 광고 텍스트 분석: 다중모드 기반의 담화연구방법으로
A textual analysis of TV commercials on TOEIC: A multimodal approach to discourse studies.
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Advertisement allows for multimodal access to sounds, colors, picture animations, and diverse symbols. Little research has reported the interrelationship among multimodality, discursive practice, and media effects in English language education. This study aims to conduct a multimodal approach to discourse analysis on the Test of English for International Communication (TOEIC) in TV advertisements and to explore the unique significance of the research methodology. The multimodality in three TV Ads (A, B, C) was investigated by referring to Halliday's systemic functional grammar, social semiotics’ visual grammar, and typography’s distinctive features. Royce’s intersemiotic complementarity was also employed as an analytic framework for the collected multimodal data from three domains (representational, interpersonal, and textual/compositional) of meaning-making schemes. It was found that different modes (language, typography, visual image) acted complementarily and efficiently to deliver the message of TOEIC: problem-solving ‘skill’ in A, financial 'support and return’ in B, and ‘AI database’ in C. Further research is also discussed, especially with regard to ‘critical’ approaches to multimodal discourse studies.
Abstract
Advertisement allows for multimodal access to sounds, colors, picture animations, and diverse symbols. Little research has reported the interrelationship among multimodality, discursive practice, and media effects in English language education. This study aims to conduct a multimodal approach to discourse analysis on the Test of English for International Communication (TOEIC) in TV advertisements and to explore the unique significance of the research methodology. The multimodality in three TV Ads (A, B, C) was investigated by referring to Halliday's systemic functional grammar, social semiotics’ visual grammar, and typography’s distinctive features. Royce’s intersemiotic complementarity was also employed as an analytic framework for the collected multimodal data from three domains (representational, interpersonal, and textual/compositional) of meaning-making schemes. It was found that different modes (language, typography, visual image) acted complementarily and efficiently to deliver the message of TOEIC: problem-solving ‘skill’ in A, financial 'support and return’ in B, and ‘AI database’ in C. Further research is also discussed, especially with regard to ‘critical’ approaches to multimodal discourse studies.
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